The papers in this section have been designed to support Headteachers, leaders and managers of settings, teachers and practitioners in implementing the recommendations of the Rose Report. The papers outline what is meant by high-quality phonics teaching and its place within a rich and broad early years curriculum. They provide advice and guidance on the teaching of phonics and explain what is meant by the simple view of reading - the new conceptual framework for the teaching of reading. The papers also provide support for schools and settings with aspects such as the auditing of current provision for the teaching of early reading, tools for tracking children's progress as they acquire and use phonic skills, and knowledge, understanding and guidance on planning and teaching phonics both in dedicated discrete sessions and across all areas of learning.